ERIC Number: ED243416
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
The Effects of Recall Cue and Cognitive Trace Compatibility When Learning from Mediated Instruction: An Applied View of Encoding Specificity.
Canelos, James; And Others
This study investigated the research construct of encoding specificity using an applied research orientation. Encoding specificity considers the effects on memory of the interactive relationship among encoding, the stored memory trace, and external retrieval cues. Subjects were 273 undergraduate students enrolled in the College of Engineering at The Pennsylvania State University. Typical classroom presentation and testing methods were used to investigate the encoding specificity hypothesis. Two types of instructional slide presentations were given, one visualized and one verbalized (with an audiotape recording). Three types of testing measures were used to test factual learning, each providing different types of external retrieval cues: free recall, verbally cued-recall, and visually cued-recall. A complex relationship existed between type of instruction and type of external cue provided during testing, essentially supporting the encoding specificity hypothesis. Fourteen references are listed. (Author/LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Encoding Specificity
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Dallas, TX, January 20-24, 1984). For proceedings, see IR 011 020.